CSD Coaching Playbook

2020-2021

Instructional Coaching Playbook

CSD COACHING PLAYBOOK

The Canyons School District Coaching Playbook is designed to enhance CSD Instructional Coaching practices with the central focus of improving student learning. The CSD Coaching Model is designed to

Coaching Playbook as a Tool to coach and support Instructional Coaches as they partner to provide personalized support in meeting Instructional goals, needs and practices.

INSTRUCTIONAL COACHING PLAYBOOK CONTENTS

COMING SOON!

CANYONS SCHOOL DISTRICT COACHING TEAM

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Angi Holden - Team Lead

Julie Butler

Leighann Fisher

Scott Lambert

Rachel Marshall

Jenna Townsend

Coach of Coach Assignments

CSD COACHING PLAYBOOK

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COACH OF COACHES

Coach of Coaches Roles & Responsibilities:

● Monthly Check-in & Coaching Cycles ● Ongoing monitoring & feedback ● Peer-Coaching/IPLCs ● Public Practice ● Professional Learning ● Resource Provider ● Mentor

CSD COACHING PLAYBOOK

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ISD Instructional Coaches

CSD COACHING PLAYBOOK

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ISD Instructional Coaches

CSD COACHING PLAYBOOK

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ISD Instructional Coaches

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CSD COACHING PLAYBOOK

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Peer Coaching Teams

CSD COACHING PLAYBOOK

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Peer Coaching Teams

Peer Coaching Agenda Template

2021-2022 Coaching Calendar

CSD COACHING PLAYBOOK

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ISD PROTOCOLS

Calendar Sharing Protocol Coaches are expected to share their Outlook calendar with their Coach of Coaches and their Supervisor. Please be as specific as possible when entering events into your calendar. For example, coaching debrief: Sam Smith. Instructions for sharing your calendar Communication Protocol Coaches are expected to communicate clearly with all stakeholders through Email or Slack. Each tool has a different purpose.

Email

Slack

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Used to communicate important information/assignments and protocols. Used to communicate with school-based colleagues.

Used as a way to quickly communicate with other coaches and specialists.

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Direct message individuals you have specific questions Use the reply feature if responding to a slack.

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CC/BCC appropriate people

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Use professionalism Communicate clearly

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Use professionalism. Communicate clearly

Time Off Protocol

Steps for Time-off: ●

Enter your time in Skyward. Create an outlook calendar event

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Invite: calendar-isdtimeoff@canyonsdistrict.org

● In the calendar invite location section– enter if it is a sick day, personal day, etc. ● Send the invite

Personal Days ● Licensed and ESP employees are allocated three (3) personal days per year. ● An employee may not use more than five (5) accumulated personal days in one year. ● Prior notification must be given to your supervisor at least one (1) day in advance ● To use a personal day prior to a holiday, please work directly with your supervisor. Do not apply to use the district sub pool. ● Avoid taking personal leave the first five days of school and the last five days that students are in school.

CSD COACHING PLAYBOOK / / / / / / / / EMPLOYEE PROTOCOLS Coaching Log

Coaches need to document not only what or how they work with colleagues, but also what their next steps are for provide ongoing, job-embedded professional development. This documentation will ensure that coaches are spending the right amount of time in the right places. Documentation also gives coaches an opportunity to reflect on progress, to set goals for themselves, and ultimately help to re-prioritize and structure how time is spent.

Coaching Spreadsheeet Log Coaching Google Form Log Coaching Calendar Log Coaching Reflection

Coaches need to document not only what or how they work with colleagues, but also what their next steps are for provide ongoing, job-embedded professional development. This documentation will ensure that coaches are spending the right amount of time in the right places. Documentation also gives coaches an opportunity to reflect on progress, to set goals for themselves, and ultimately help to re-prioritize and structure how time is spent.

CSD Coaching Monthly Reflection (CTESS Folder)

Coaching Monthly Calendar Coaches in CSD are expected to review the monthly coaches calendar, which will help you ensure that necessary instructional coaching cycles and other tasks are prioritized.

Coaches Monthly Task Calendar

Coaching Supply Cards ●

Follow instructions that come with your card.

● Reconcile card statement each month by printing out an account statement and attach receipts (taped to white paper) to ISD/Monique Scofield through District Mail. ● Activation or Access issues: Contact Monique or Zennie for assistance. CTESS for Coaches Coaches in CSD complete a specialized CTESS. Provisional coaches (first 3 years of coaching) will complete an evaluation each year. Other coaches will complete a full evaluation every 3 years, and a partial evaluation, which includes an action plan, mid year check-in and and end of year reflection.

CTESS for Coaches Manual

CSD COACHING PLAYBOOK / / / / / / / / IMPORTANT CONTACTS ISD Support Staff Debbie Christensen (Amber) 801.826.5081 Monique Scofield (Kenna) 801.826.5044 Yezenia (Zennie) Frisby (Jesse) 801.826.5026 Laurie Mecham (Tech/PD Support) 801.826.5013 Tierney Silverthorne (PEAKS, PD) 801.826.5071 Shelly Miller (Tech/PD support) 801.826.5188 ISD Specialists Assignments & Directory

ISD specialists work on multiple teams at the district level where they manage/adopt curriculum, curriculum maps, professional development and other content specific needs. Specialists are also assigned to support schools as External Coaches. External coaching responsibilities include coaching for systematic growth, and implementation of district initiatives. External coaches work closely with instructional coaches.

ISD Specialist Assignments

CSD COACHING PLAYBOOKcsd.isd. / / / / / / / / IMPORTANT CONTACTS

ISD Slack

WORKSPACE = csdisd.slack.com

CHANNELS #isd_coaching = All instructional Coaches

#isd_coaching_elementary = Elementary Coaches #isd_coaching_secondary = Secondary Coaches #digitalteachingandlearnings = Questions and Sharing #assessment = Updates, questions and reminders #isd_social mediashares= Share what is happening in coaching #isd_learned= Share learning #isd_random = Fun! #district_wide_general = District wide general communication

SLACK TIPS SLACK HELP

ISD email distribution lists

_ISD Specialists i. _ISD Elementary School Content Specialists ii. _ISD Middle School Content Specialists iii. _ISD High School Content Specialists

_ISD Instructional Coaches i. _ISD Elementary School Coaches ii. _ISD Middle School Coaches iii. _ISD High School Coaches

_ISD Leadership Team

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CANYONS SCHOOL DISTRICT COACHING OVERVIEW / / / / / / / /

CSD COACHING PLAYBOOK

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ROLES & RESPONSIBILITIES

In General

● Support one school full time ● Focus on the Coaching Target: Quality classroom instruction and intervention, technology for instruction, collaboration and productivity in the classroom ● Meet weekly to plan with Principal ● Keep an updated Coaching Log ● Send Principal a weekly/monthly summary of coaching efforts ● Demonstrate leadership through professional conduct and communication ● Notify Principal and Supervisor when absent or out of the building ● Attend District Coach PD/Meetings ● Follow Progression of Coaching Monthly Commitments and Task Calendar

CSD COACHING PLAYBOOK

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Academic/Behavior Instruction & Intervention ● Provide expertise in

Data for Decision Making ● Coach teachers in

Team-Based Problem Solving ●

Support school-based problem solving in a MTSS framework in order to evaluate core, supplemental, and intensive instruction. Participate as a member of school’s Building Leadership Team Assist grade level and content Professional Learning Communities in using formative assessments to plan instruction, interventions, and enrichment. Plan and design professional development with the school administrator that addresses the needs of the school, as it connects to the academic alignment of the CSIP and mission. Participate in district coaching network and share with principals and teachers. Coordinate and collaborate with other school and district personnel Provide outstanding customer service to all stakeholders. Participate in monthly triumvirate meetings

effective instructional practices and student engagement strategies. Provide leadership and PD for harvesting data from Data Dashboard for use in data driven decisions in the school. Coordinate school-wide benchmark testing in language arts and math. Support teachers in using relevant and reliable evidence-based data to monitor progress and make instructional decisions. Compile, synthesize, and organize contextualized school and classroom data sets. Mentor all provisional teachers following the Utah State Board of Education guidelines.

standards, instructional priorities, curriculum, instruction and intervention and technology. Coach and support integration of technology in classroom instruction. Support teachers and students in safe technology use. Provide expertise in evidence-based classroom PBIS practices. Coordinate and train paraprofessionals who are supporting instruction and intervention.

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CSD COACHING PLAYBOOK

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CSD COACHING COMMITMENTS

Partnership with Principals

New Teacher Support

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Discuss & commit to roles Develop yearly coaching plan

Meet or check-in weekly

Monthly New Teacher Meetings

Check-in with administrator (in person or email)

PEAKS support CTESS support

Technology support

Customizing Goals

Team & IPLC Support

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Help school administrator with school plans Help school administrator with self-assessment and goal setting components: ○ Team Goals ○ Department Goals ○ Individual Teacher Goals

Attend meetings for assigned teams Provide feedback and supports

Encourage use of a system of supports and technology including agendas, problem solving protocol, interventions, content IPLC forms, etc. Support coaching IPLC/peer coaching teams

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BLT Support

Assessment & Data Support

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Attend school and district level BLT meetings Attend district triumvirate meetings to prepare for BLT meetings Ask questions to open learning conversations If requested, support development of meetings agenda Design and/or deliver professional development based on school TSSP plan Support late-start and other professional learning configurations Follow-up and track implementation and adjust PD as needed Implement CSD Coaching Model Conduct observations and walkthroughs Conduct informal IPOPs as requested by teachers Support peer coaching, observations, video observations, lesson study, etc. Use data to establish goals Refer to BLT manual as needed Professional Learning Utilize CSD PD protocol Public Practice

Support universal assessments with school assessment team. Data Support for teams and Administration

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Technology Support

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Be a Teacher

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Model and co-teach

Ask teachers to observe you and give feedback

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Model lesson planning with formative assessments

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Analyze data to make instructional adjustments and problem solving

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Coaching Community

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Attend school Coaching Team Meetings

Collaborate with other coaches

Attend Coaching Academy, Virtual Meetings, Coaching Collaboration

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CSD COACHING PLAYBOOK

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CSD Coaching Pathway

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CANYONS SCHOOL DISTRICT SEVEN HIGH QUALITY COACHING SUCCESS

FACTORS / / / / / / / /

CSD COACHING PLAYBOOK

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CSD COACHING MODEL

All CSD coaches will learn and employ highly effective coaching success factors that empower teachers to support the continuous implementation and improvement of academic and behavioral instruction and interventions, to improve student outcomes.

All CSD coaches will partner with stakeholders to use data to drive decision making and problem solving while fostering a culture of collaborative, reflective public practice.

COACHING IS . . . ● Intentionally promoting positive, professional relationships through effective communication ● Setting student focused goals for improved outcomes ● Facilitation effective instruction by implementing highly effective coaching success factors.

CSD COACHING PLAYBOOK

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CSD 7 HIGH QUALITY COACHING SUCCESS FACTORS

Coaching Cycle

Instructional Priorities

Data for Decision Making

Professional Learning for Adults

Communication & Feedback

Leadership

System Support

Our coaches have deep understanding of an instructional coaching cycle they can follow to ensure the real significant improvement

Our coaches have a deep understanding of a CSD MTSS Instructional Priorities they can share with teachers to help them achieve student centered goals goals.

Our coaches are highly skilled at gathering data on student behavior, achievement and school climate goals to guide instructional decisions and problem solve collaboratively.

Our coaches are aware of the complexities of helping adult professionals through ongoing professional

Our coaches are highly effective and equitable with communication regarding public practice, feedback and

Our coaches are transformational and effective leaders .

Our coaches have the support from leadership t o succeed.

development and coaching supports.

coaching supports.

occurs in teachers classrooms.

CSD COACHING PLAYBOOK

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Our coaches have a deep understanding of an instructional coaching cycle they can follow to ensure that real, significant improvement occurs in all teachers’ classrooms. THE COACHING CYCLE

DEFINED The coaching cycle is a series of interactions between a coach and teachers with the purpose of increasing student outcomes in an area identified by the teachers. An effective coaching cycle helps coaches and teachers work as partners to set a student-focused goal based on current reality, identify and explain high-yield teaching practices to meet the goal, and provide support until the goal is met. THE EVIDENCE ● Teacher Credibility: trust, competence, dynamism and immediacy. (ES .90) ● Micro-teaching: a video recording of a lesson with a debriefing. (ES .88) ● Teacher Clarity: (ES .75) THE WHY ● Coaching improves student outcomes in the target focus area set by the teacher. ● Coaching Improves teacher ability to self-assess based on a target and rubric.

THE BENEFITS

For the Teacher ●

For the Student ●

Allows for teacher-led decision-making.

Improved outcomes in the target focus area set by the teacher. Ability to self-assess based on target and rubric.

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Increases teaching effectiveness through interactions that include setting goals, using data to measure improvement, evaluating progress, and adjusting the plan until the goal is reached.

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Helps develop fluency in the delivery of instruction that optimizes learning.

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Opportunities to learn new strategies in order to enable access to the standards for all students.

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Creates an environment and culture of improvement.

CSD COACHING PLAYBOOK

THE COACHING CYCLE

IDENTIFY The Identify stage of the cycle is about getting a clear picture of reality by using video, learning from students and reviewing data from observations.

LEARN

IMPROVE

The “Learn Phase” of the cycle is about describing teaching strategies by creating and instructional playbook, by sharing checklists and look-fors, and by modeling. Teachers learn new strategies from coaches. Coaches work with teachers to implement new strategies through observation and modeling, as well as utilizing checklists and/or look-fors to determine fidelity. Coaches and teachers work together to assess progress towards goals. By participating in the “Learn Phase”, teachers and coaches: ● become better instructors. ● learn new strategies and

T o improve is about making adjustments in a coaching cycle until a goal is met by confirming direction, reviewing process, inventing improvements and planning next actions. The improve stage is where ideas turn into action and real improvement occurs. Teachers and coaches think together using a high level of imaginative brainpower to improve students’ learning and well-being. To “Improve” means teachers and coaches work together to: ● obtain better student outcomes by using the Partnership Principles and the dialogical coaching lens.

The clear picture of reality (video, data, or feedback): ● helps teachers and

coaches understand the top priority for change in the classroom. provides the coach and teacher a baseline to measure growth. helps teachers and coaches see what is going well and where there is room for improvement. Use the 10 identify questions to help set a PEERs goal

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skills, in a side-by-side style that encourages autonomy, and employs all of the partnership principals.

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implement the strategies designed to reach a target set by the teacher. confirm direction, monitor progress, invent improvements, and plan next actions based on data. Use the 10 Improve Questions to evaluate progress toward PEERs goal

● expand their repertoire of skills, knowledge, and strategies, in order to increase student achievement. Observation/Walkthrough Tools & Resources

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CSD COACHING PLAYBOOK

PEERS GOALS

PEERS goals are goals that teachers set to improve student outcomes. PEERS goals are: P OWERFUL – Teachers should select a goal that, if achieved, will make a real difference in students’ lives. E ASY – In this case, “easy” does not mean the goal can be achieved with little effort. Instead, it means the goal is simple instead of unnecessarily complex. E MOTIONALLY COMPELLING – The teacher should care deeply about the goal. Video helps here. When teachers identify areas of instruction needing improvement, they are more likely to select personally meaningful goals. R EACHABLE – This implies the goal can be measured, and the goal can be reached using a specific instructional strategy. S TUDENT-FOCUSED – A focus on students ensures reaching goals will result in improved learning outcomes for students. Teacher-focused goals may sound nice but may not be directly connected to student learning. For example, a teacher might set a goal to “integrate more technology into instruction.” It’s difficult, though, to know if the goal actually helped students learn more. The goals are chosen by the teacher, and the strategies used to reach the goal are agreed upon by the coach and teacher. Progress is monitored, and when the goal is reached, decisions are made relative to how to proceed.

THE BENEFITS

PEERS goals are crucial to the coaching cycle because they: ● Establish a purpose for the teacher and coach to do their work of collaborating for improvement. ● Are simply written, and a clear understanding is developed between coach and teacher. ● Allow the teacher to control choosing an area of improvement, and the implementation strategies along the way are mutually agreed upon. ● Help create a structure for conversations, and a “finish line” which enables teachers to celebrate their improvement.

CSD COACHING PLAYBOOK

The purpose of coaching is to foster improvement, and is about the challenge of getting better by way of surface versus deep learning and surface versus deep coaching. Because competence is one of the main factors in motivation, when teachers improve teaching practices they perceive the world and our relationship to it. SURFACE VS DEEP COACHING Surface Coaching is a coaching cycle that occurs when coaches

want to maintain relationships more than improve teaching and learning. Coaches increase their perceived value by providing resources, offering supportive comments, modeling lessons, conducting quick observations and sharing quick feedback and opportunities for superficial reflection rather than avoiding challenging conversations. It does not involve setting student focused goals, and only requires us to make minor adjustments. Deep Coaching involves coaches stretching their coaching skills, content knowledge, leadership skills, relationship skills, and instructional skills. In a deep coaching cycle, instructional coaches guide teachers through the process of setting goals, identifying teaching strategies to implement, collatorating, and adapting until the goals are met. This type of coaching involves learning that changes our assumptions about how we do what we do. It gets to the core of who we are, and what we value.

CSD COACHING PLAYBOOK

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The Art of Coaching 3 B’s- The What

CSD COACHING PLAYBOOK

What we do is a result of how we think and act, and learning how to have better conversations starts with beliefs. Knowing what we believe is a vital first step for change because what we see and do are both shaped by our assumption, principles or beliefs - often in a way that we don’t even notice. There are six beliefs, listed below, that are at the heart of better conversations. COACHING BELIEFS & HABITS Beliefs ● I see others as equal partners ● I want to hear what others have to say ● I believe people should have a lot of autonomy ● I don’t judge others ● Conversations should be back and forth ● Conversations should be life-giving ● I see others as equal partners A habit is a formula our brain automatically follows or a choice that we deliberately make at some point, and then stop thinking about it but continue doing it often. Our habits have a powerful hold over our behavior, and developing the right habits is critical to becoming an effective coach. Developing the nine habits, listed below, will help to make more authentic connections between yourself and those you coach.

Habits ●

Demonstrate empathy

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Listen

Foster dialogue

Ask better questions

Make emotional connections Be a witness to the good

Find common ground

Control/Redirect toxic emotions

Build trust

Our beliefs and habits involves two kinds of knowledge: explicit and tacit. Explicit knowledge is knowledge we can describe, discuss and easily share - the knowledge describe in checklists, manuals, how-to-guides, and books. Tacit knowledge, in contrast, is personal knowledge embedded in individual experience and involves intangible factors such as belief, perspective and value systems. When these habits and beliefs are paired together we improve our communication which in turn will lead to better coaching cycles and improved student outcomes.

CSD COACHING PLAYBOOK

THREE COACHING APPROACHES Improvement is about involving different approaches to coaching, including Facilitative, Dialogical, and Directive. Each approach has a unique function, purpose, and time when it will be the most effective. Facilitative Coaching A style of coaching where the coach listens with empathy, paraphrases,

and asks powerful questions, but do not share their expertise or suggestions because the coaches role is to help teachers unpack what they already know and it may inhibit a teachers progress in problem-solving.

Directive Coaching The goal is directive coaching is to help teachers master a certain skill or set of skills. The relationship is similar to a master-apprentice relationship. The role is the coach is to transfer knowledge to the teacher. Coaches listen, confirm, ask questions and sensitively explain, model, and give feedback about a specific high quality skill being implemented.

Dialogical Coaching This approach of coaching balances advocacy with inquiry. The coach embraces inquiry, collaboratively sets goals, identifies strategies and adaptations that will increase student achievement. The coaches use the cycle of identify, learn, improve to reach the teacher’s goal. The coaches position teachers as decision makers, and share expertise and teaching strategies when it will help teachers improve.

CSD COACHING PLAYBOOK

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Our coaches have a deep understanding of an instructional model that contains teaching and technology practices that help teachers hit student focused goals. INSTRUCTIONAL PRIORITIES

DEFINED Since instructional and educational technology coaching is designed to help teachers improve student outcomes by implementing evidence based teaching and technology strategies, coaches need to really know the practice they share with teachers. By utilizing the CSD Instructional Priorities, as well as the ISTE Standards for Educators, coaches can provide, share, and model practices that improve teaching and learning. THE EVIDENCE THE WHY ●

High Yielding Practices improves teaching and student learning High Yielding Practices provide effective academic and behavioral instructional strategies for effective classroom instruction

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THE BENEFITS

For the Teacher ●

For the Student ●

High Yielding Practices increase the teachers effectiveness and allows for intentional delivery of instruction. Increases purposeful use of technology using the SAMR model.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes. ● Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. ● Students apply digital tools to gather, evaluate, and use information. ● Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources.

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CSD COACHING PLAYBOOK

CSD CURRICULUM MAPS

Purpose

Canyons School District’s curriculum maps are standards-based maps driven by the Utah Core Standards and implemented using materials adopted by the Canyons’ Board of Education. The maps and materials are coordinated vertically within feeder systems and horizontally within grade-levels. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Curriculum maps are tools for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments. • COMMUNICATION: Articulates expectations and learning goals for students. • PLANNING: Focuses instructional decisions and targets critical information for instructional tasks. • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis, length, integration, and review strategies. Coaching with Curriculum Maps: Curriculum maps are important tools for teachers to utilize. They contain many valuable resources that are meant to support teachers and also help teachers stay on pace with one another so that they can support each other in planning and assessing, determine next steps for instruction, etc. It is important that as a coach you know not only where to access the curriculum maps, but that you know what tools and resources are in them so that you can guide teachers to district approved and vetted resources. This will reduce the need to recreate the wheel or use tools that aren’t aligned with adopted curriculum or resources. Curriculum Maps Include: ● CSD Framework ● CSD Acronym List ● CSD Best Practices/Supports ● Assessment calendars ● Scope & sequence ● Elementary Master Schedule ● Unpacked standards ● Literacy protocols ● Lesson Planning documents/supports ● Depth of Knowledge/Rigor Resources ● Homework policy/recommendations ● Special Education supports ● Grading Philosophy/report card supports ● Gifted Learner Philosophy/supports ● Multilingual Learner Philosophy/supports ● Keyboarding (Elementary) ● Report Card Guidance (Elementary)

Find all CSD Maps at Manuals.Canyonsdistrict.org

Gathering and analyzing data is an essential part of instructional coaching because it helps teachers get a clear picture of reality, assists with setting goals, and monitoring progress towards those goals. Data provide both a starting point and a finish line for coaching . It can be done with observations, video, and student feedback. DATA FOR DECISION MAKING / / / / / / / / CSD COACHING PLAYBOOK

DEFINED Data for decision making is the process of gathering data to set a clear picture of reality. When coaches are skilled at gathering data, they make the invisible visible by helping others see particular aspects of the classroom through some particular data focus. THE EVIDENCE ● Micro-teaching/video review of lessons (ES .88) ● Providing formative evaluation (ES .48) ● Assessment Capable Learners (ES 1.44) THE WHY ● Data helps to drive instruction to best meet needs of learners ● Data helps teachers to set goals and measure progress towards them ● Data helps teachers be reflective

THE BENEFITS

For the Teacher ●

For the Student ●

Neutral feedback presented as coach shares what they saw, not what coach thinks or feels so they can focus on the changeable, adjustable elements of her teaching. Teachers see how to use their own data from for reflection on instructing to help improve planning. Collecting and sharing data from the classroom illustrates the incredible power of each and every teacher and student interaction. Every moment matters! Data helps establish a clear picture of reality and provides a path to meet goals.

Needs of students are met based on data. Self-monitoring of progress towards learning intentions and success criteria.

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CSD COACHING PLAYBOOK

WHAT KIND OF DATA SHOULD I COLLECT?

Learning how to take measurable, data-driven notes can be a game-changer for coaching. More information equals a stronger debriefing. Also, more information means that a coach is likely to be able to pick up on a pattern of behaviors that he/she may want to address.

Ask the following question: What kind of data should I be picking up so that I can provide specific feedback to the teacher on our focus area during this cycle of coaching?

CLASSROOM MANAGEMENT

STUDENT ENGAGEMENT

The type of data a coach might look for: ●

The type of data a coach might look for: ●

Whether all students follow directions the first time How many times the teacher gives directions because students are talking How long entrance, exit, and transitions take The type of feedback the teacher gives around classroom management Number of redirections in a period of time

Types of responses (verbal, written, group talk, physical) Quality of discussion with partners Quality of teacher’s academic feedback Number of whole group/individual responses Number of responses from a particular student Quality of response (complete thoughts, extended responses, use of academic language)

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Perfect practice/number of corrections

Timing or pacing of particular parts of a lesson

Rate of wait-time

Teacher talk vs. student action.

BEHAVIOR MANAGEMENT

LESSON PLANNING/DELIVERY

The type of data a coach might look for: ●

The type of data a coach might look for: ●

Steps the teacher takes in disciplining a student How often the teacher praises excellent behavior Number of times poor behavior interrupts instruction Whether poor behavior is by a group or individual Scripting what happened right before behavior problem (to determine a trigger point) Whether the teacher is consistent with behavior management and praise

How the teacher checks for understanding and determines whether the content “stuck” Purposeful scaffolding of instruction when students struggle to “get” a new concept Percentage of the lesson that is teach/model Percentage of the lesson that is guided practice Percentage of the lesson that is application How the teacher links new content to existing skills or content knowledge

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How the lesson begins and ends

Teacher teaching academic language vs. students using academic language

CSD Observation Forms, Checklists & Walkthrough Tools

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2021-2022 Assessment Calendars

Elementary Calendar

Middle School Calendar

High School Calendar

CSD COACHING PLAYBOOK

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PROFESSIONAL LEARNING FOR ADULTS

Adult learning is the process of improving as a result of implementing new strategies and skills that increase student outcomes. It requires a clear goal to be identified, a clear picture of reality and a plan to close the gap between them. Adult learning requires a high level of trust and respect between the people in the relationship. The CSD PD Protocol has been developed to help ensure engaging professional development that incorporates CSD Best Practices.

DEFINED Data for decision making is the process of gathering data to set a clear picture of reality. When coaches are skilled at gathering data, they make the invisible visible by helping others see particular aspects of the classroom through some particular data focus. THE EVIDENCE ● Teacher Clarity: (ES .75) ● Professional Development (ES .62) ● Quality of Teaching (ES .44) THE WHY ● Professional learning leads to improved student achievement ●

Professional learning provides information to alter ideas around unpacking the standards, planning instruction, delivering instruction, and assessing the effectiveness of instruction

THE BENEFITS

For the Teacher ●

For the Student ●

Professional growth leads to increases in student outcomes. Added knowledge will support efforts in teaching all students effectively leading to mastery of standards.

Receive high quality instruction that meets needs and supports learners in reaching their goals. Develop relationships with students based on respect, and share their enthusiasm for content more freely because they are more confident and self-efficacious.

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CSD COACHING PLAYBOOK

CSD PD PROTOCOL The purpose of the protocol is to provide a district wide framework of evidence-based best practices to design and deliver professional development. It is intended to increase engagement of the participants while focusing on content and best instructional practices. The professional development protocol is a fluid guide allowing for multiple contextualized presentation styles and individual creativity.

Blended

Virtual/Live-Stream

Development

Planning

Plan and schedule development based on school needs/TSSP plan. Work with ISD staff/external coaches - what resources have already been developed? Complete the PD Lesson Plan Template ❏ Map in regular brain breaks ❏ Incorporate movement to energize the audience ❏ Limit “sit and get” to 10-15 minutes ❏ Carefully plan engagement tasks and opportunities to respond. Start with pair share (low risk), then up to whole group share (high risk) Use the Google Slide PD Template - contains CSD introductory slides and blank slides ❏ No more than 6 bullets by 6 words per slide ❏ Use the right technology tool for the job (e.g. Nearpod, Kahoot, Badges, etc.) Use Canvas to store lesson materials, google slide presentation, and other resources. ❏ Follow the Canvas Style Guide

Plan and schedule development based on school needs/TSSP plan. Work with ISD staff/external coaches - what resources have already been developed?

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Complete the PD Lesson Plan Template ❏ Plan for synchronous and

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asynchronous opportunities for longer PDs Limit “sit and get” activities to 10-15 minute Carefully plan engagement tasks and opportunities to respond utilizing appropriate tools in canvas, such as discussions, nearpods, flipgrid activities, etc. Courses should follow the Canvas Style Guide If appropriate, use the Virtual Google Slide PD Template Create a learning task/interactive notebook for engagement tasks or canvas assignments/discussion, etc. Create an avenue for feedback and questions - backchannel All content should be created in Canvas ❏ ❏ ❏

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Create a learning task/interactive notebook for engagement tasks

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Determine transitions

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Create an avenue for feedback and questions throughout the session using either the Poster or a back channel.

CSD COACHING PLAYBOOK

Prepping

Development

Gather materials: copies, pencil boxes, candy, etc. Pre-invite attendees to canvas course if applicable Communicate with participants (flyer, email reminders, subcode, etc)

Set up and communicate livestream links and trouble shooting info to participants Pre-invite attendees to canvas courses Communicate with participants (flyer, email reminders, etc.) Study Professional Development Template, slides, and handouts Rehearse delivery with co-presenters ❏ Assign Roles (person to monitor chat/backchannel, another to present, etc.)

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Study Professional Development Template, slides, and handouts

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Rehearse delivery

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Test technology

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Room Set-Up/Arrangements

Delivery

Instructional Priorities Poster and Academic Framework are posted Ensure technology is working correctly Feedback poster posted/or utilize canvas back channel Pencil boxes, candy, cardstock for name tents, other materials on the table Best Practices Poster posted

Find a quiet place to deliver PD - Post a Sign on your Door to Minimize disruptions

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Check Camera & Audio settings If isolated, don’t wear a mask

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Be aware of your background & lighting Synchronous learning should occur in a district location. Be transparent with participants if that’s not an option. Utilize Zoom Backgrounds to set the tone/environment.

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Grouping for collaboration Avoid places of isolation

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Arrange material pickup location

Opening - Welcome

Establish a safe, collaborative learning environment: ❏ Play music before & during breaks ❏ Welcome and build relationships with participants ❏ Review professional development norms ❏ Review where digital resources are found ❏ Maintain professionalism ❏ Use Name tents (participants and presenter) ❏ Use a get to know you activity ❏ Teach transition cue

Establish a safe, collaborative learning environment: ❏

Create an activity/check-in to do while participants are signing in Use participant names and greet them as they join if possible Review where digital resources are found Review professional development norms and tech norms Maintain professionalism

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CSD COACHING PLAYBOOK

During - Utilize/Model Best Practices

Delivery

Involve participants in the learning activities (change positions every 15 min)

Have materials, including slide presentation available to teachers in Canvas (Subject Specific courses or Canyons U) Have something on the screen for participants to follow along with Use activities that will be engaging (nearpods, flipgrids, screen-casts, etc.) Provide opportunities for synchronous and asynchronous learning Use participant names during google meets and positive affirmations when appropriate Address questions and feedback in the canvas back channel Keep a list of participation for PBIS

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Use participants names

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Update best practices tracker before breaks, lunch, and closing - (sample) Address questions and feedback after breaks and lunches Use transition cue throughout PD Use “energizers”(AVID) after heavy engagement in the material 15 min chunks Allow participants to synthesize material every 15 min Use positive affirmations

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Give out PBIS tickets

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Closure

Participants complete Adult Learning Feedback Form

Participants complete Adult Learning Feedback Form

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Review learning intentions

Review learning intentions

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Wrap-up the best practices tracker Complete Canyons commitment activity Gather tickets and enter them into drawing/do drawing

Wrap-up the best practices tracker Complete Canyons commitment activity Determine prize winners & deliver prizes to teachers

Feedback

Debrief & Follow Up

Review participant feedback & respond if necessary

Review participant feedback & respond if necessary

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Follow Up

❏ Ensure teachers earn relicensure points - provide a certificate ❏ Work with Principal/BLT team to create an action plan for implementation which includes goals of when implementation will begin ❏ Utilize a walkthrough tool to look for implementation ❏ Determine follow up needs with teachers - who still needs supports

CSD COACHING PLAYBOOK

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COMMUNICATION & FEEDBACK

“Communication is the lifeblood of coaching, and the more effectively coaches communicate, the more effectively everyone learns. The most important and powerful ways we can improve our schools is to improve the way we interact with each other.” - Jim Knight, Better Conversations “Teachers are waiting for direct feedback because they want to get better. Your job is to tell them the truth and provide a solution” - Jill Jackson, How to Coach Teachers to Teach Almost Anything

DEFINED Coaches must be excellent communicators since coaching is communicating. Specifically, coaches need to ask good questions, listen effectively, find common ground, build strong and trusting relationships, and share positive and constructive feedback effectively. THE EVIDENCE ● Feedback (ES .70) ● Evaluation and reflection (ES .75) ● Self-verbalization and self-questioning (ES .55) THE WHY ● Clear communication about cultural norms makes people more comfortable sharing ideas and learning from one another. ● Critical conversations help to Improve educator and student learning ● Communication is essential for professional learning.

THE BENEFITS

For the Teacher ●

For the Student ●

Asking better questions, and fostering dialogue leads to improved student outcomes. ● Teachers experience greater well-being when they are heard, respected, and engaged.

Finding common ground, fostering trust and making connections, and feeling psychologically safe, are direct results when teachers provide feedback and reflect. Providing a safer, more positive learning experience.

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Coaches are effective and transformational leaders. “The art of coaching is doing, thinking, and being: doing a set of actions, holding a set of beliefs, and being in a way that results in those actions leading to change. These are the three things that can make coaching transformational.” ― Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation LEADERSHIP / / / / / / / / CSD COACHING PLAYBOOK

DEFINED Leadership is vital at all levels.The most effective coaches are motivated for student improvement and are deeply responsive to teachers. Coaches lead by expanding their knowledge base, building relationships, designing a strategic work plan, developing skills for coaching conversations, reflecting on actions and outcome data and continuously learning. Better Leaders also embody the following eight leadership strategies: ● Walk on Solid Ground ● Clarify Your Story ● Engage Multipliers ● Confront Reality THE EVIDENCE ● Feedback: (ES 0.70) ● Professional Development Programs (ES 0.41) THE WHY ● Leaders build relational trust to help develop the capacity of others ● Leaders evaluates the impact of instruction or organization structures for improved outcomes ● Understand School Culture ● Manage Change ● Have it Together ● Take care of Yourself

● Leaders design and deliver effective adult learning opportunities. ● Leaders manage multiple demands and prioritize. ● Leaders continually develop expertise ● Leaders demonstrate high standards of professional, legal and ethical conduct.

THE BENEFITS

For the Teacher ●

For the Student ●

Ongoing, targeted, quality professional development and coaching supports effective instruction for ALL students. Teaming Structures support continuous problem solving for improvement. Public Practice and Coaching Supports.

Clarifying consistently for effective instruction. Promoting positive school climate that builds positive relationships, sets high expectations, and commits to every students’ success. Improving achievement and outcomes Instructing with evidence-based lessons and interventions aligned to standards Making education equitable for ALL students

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CSD COACHING PLAYBOOK

ATTENDING & FACILITATING MEETINGS

Meetings are an opportunity for educators to collaboratively learn and share information in order to problem solve, learn new skills and strategies, and improve practice. Meetings are an important part of adult learning because they are intended to increase our professional effectiveness and ultimately improve student outcomes. It is imperative in these settings that we honor our professional commitments in order to maximize time on learning. A meeting is a gathering of at least two people for the purpose of exchanging information. As coaches we are expected to attend meetings including monthly Academy Meetings, Peer coaching meetings, district triumvirate meetings, Building Leadership Team meetings at the district and school levels, Grade level IPLCs, new coaches meetings, staff meetings, coaching cycle meetings, and school-based weekly coaching leadership meetings with administrators. In order to make meetings productive, there needs to be a shared understanding of the purpose for the meeting, and a safe environment for interaction must be established. During the meeting it is imperative that coaches demonstrate the highest level of professionalism in order to maintain our level of credibility, and earn respect from colleagues.

Begin your meetings with a quick check-in. Review desired outcomes and agenda items. Assign meeting roles, including a notetaker. Facilitating a Meeting

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Review/Set Meeting Norms Practice active listening.

Synthesize the main themes to reframe the conversation.

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Pause and allow for reflection.

Encourage and balance participation.

Good Team Members:

Resources ● Opening a Meeting ● Consultancy Protocol ● Role Playing Examples

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Meet your deadlines.

Be open-minded.

Appreciate other people's work styles.

Adapt quickly.

Avoid office politics.

Focus on the team's goals.

Celebrate your peers' successes.

CSD COACHING PLAYBOOK

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SYSTEM SUPPORT

Coaches have the support from leadership to succeed.

DEFINED When coaches are not effectively supported, they will struggle to be effective. An understanding of all the Highly Effective Coaching Seven Success Factors can create opportunities for success. Coaches need to learn, practice and apply coaching strategies as well as be coached with a systematic process in place for coaching coaches.

THE WHY ●

THE EVIDENCE ● Feedback: (ES 0.70) ● Professional Development Programs (ES 0.41)

Systems allow for coaching roles that are clear and prioritized. ● Systems help maintain a coaching focus ● System ensure ongoing professional development ● Systems allow for coach and leaders to measure impact using data

THE BENEFITS

For the Teacher ●

For the Student ●

Building a positive school climate involves actively promoting building positive relationships, setting high expectations, and committing to every student’s success. ● Coaching activities that support effective instruction for ALL students. ● Teaming Structures to support continuous Problem Solving for Improvement. ● Public Practice and Coaching Supports.

Consistency and clarity for effective instruction.

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Positive school climate that promotes building positive relationships, setting high expectations, and committing to every student’s success. Improved achievement and outcomes Evidence-based instruction and interventions aligned to standards

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Equitable education for ALL students